Managing Teachers’ Technostress for Improved Classroom Control and Pupils’ Learning Outcomes

The increasing digitalisation of primary education has created new opportunities for instructional improvement while also exposing teachers to technology-related pressures that may weaken classroom control and pupils' learning outcomes. This study examined the relationships among teachers' technostress management, classroom control, and pupils' learning outcomes in Lagos State public primary schools, Nigeria. A correlational survey design was adopted. The study targeted 384 teachers, of whom 380 returned usable questionnaires, representing a response rate of 98.9%. Data were collected using the Teachers' Technostress Management Questionnaire (TTMQ), the Teachers' Classroom Control Questionnaire (TCCQ), and pupils' academic performance records. Descriptive statistics, Pearson product-moment correlation, and multiple regression analyses were employed. The findings revealed high levels of techno-overload management $(M = 3.72,\ SD = 0.84)$, techno-invasion management $(M = 3.65,\ SD = 0.79)$, techno-complexity management $(M = 3.81,\ SD = 0.76)$, overall technostress management $(M = 3.73,\ SD = 0.80)$, and classroom control $(M = 3.64,\ SD = 0.85)$. Technostress management showed a strong positive relationship with pupils' academic performance $(r = 0.853,\ p < 0.001)$ and classroom control $(r = 0.817,\ p < 0.001)$, while classroom control was also positively related to pupils' academic performance $(r = 0.731,\ p < 0.001)$. Multiple regression analysis indicated that technostress management and classroom control jointly explained $66.7%$ of the variance in pupils' academic performance $(R = 0.817,\ R^2 = 0.667,\ F(2,377) = 378.62,\ p < 0.001)$, with technostress management $(\beta = 0.462)$ making a slightly stronger contribution than classroom control $(\beta = 0.438)$. The study concludes that effective management of teachers' technostress is an essential professional capacity that enhances classroom control and contributes significantly to improved pupils' learning outcomes. It recommends continuous ICT capacity-building programmes, adequate technical support, streamlined digital reporting systems, manageable workloads, and integrated classroom-management training to maximise the educational benefits of technology in public primary schools.